Assess Me Once, Shame on YouCreating and Assessing a
Continuum of Support for At-Risk Law Students
Courtney G. LeeUniversity of the Pacific McGeorge School of Law
Two Types of Assessment
Course Program
Three Steps of Assessment
See Assessment Clear & Simple, Barbara E. Walvoord
Pacific McGeorge Assessment Continuum
Pacific McGeorge Assessment Continuum
Academic Counseling
Assessment Exercise Example: Relevant Facts
Relevant Fact Why the Fact is Relevant
In the first column, write a relevant fact from the fact pattern. In the second column, write one sentence explaining why that fact is relevant under the applicable rule.
Objectives: Students will demonstrate the ability to choose relevant facts that relate to a specific rule. Students will demonstrate understanding of how logical inferences relate to specific facts in analysis.
Assessment Exercise Example: Relevant Facts
Relevant Fact Why the Fact is Relevant
In the first column, write a relevant fact from the fact pattern. In the second column, write one sentence explaining why that fact is relevant under the applicable rule.
Assessment Exercise Example: Outlining a Performance Test
Tone: Audience: Goal:
Issues Applicable Rules FactsObjectives: Students will demonstrate the ability to effectively outline a large quantity of information within a timed environment. Students will demonstrate the ability to differentiate between relevant and irrelevant information.
Assessment Exercise Example: Outlining a Performance Test
Tone: Audience: Goal:
Issues Applicable Rules Facts
Rubrics
Help students understand what you want
Help students see what they need to improve
Help you normalize your grading & speed up the process
Assessment Exercise Example: Peer Review with RubricObjectives: Students will demonstrate the ability to see positive and negative attributes of others’ work. (Future assignments: Students will demonstrate the ability to apply this understanding to their own work.)
Program Assessment: Data to Consider
Entering credentials (LSAT, UGPA)
1L grades, 2L grades, 3-4L grades (improvement?)
Bar pass
Student opinion: Is the program working? LSSSE, student course evaluations, focus groups,
individual meetings
Professors’ course evaluations: Are the students “getting it”?
Experiential learning supervisors’ evaluations
Program Assessment: Avoiding Pitfalls
Voluntary programs: Track students who participated and those who were invited but did not participate
Keep one centralized system & one main “keeper of the system” Excel? Banner? Etc. Registrar?
Hold regular meetings to debrief
A Few Resources…
Assessment Clear and Simple (Walvoord)
Legal Analysis: 100 Exercises for Mastery (Hill, Vukadin)
Outcomes Assessment for Law Schools (Munro)
Teaching Law by Design (Schwartz, Sparrow, Hess)
Questions?